How Do Upper Elementary Teachers Teach Informational Text Comprehension Strategies?
AuthorKoenig, Koala Qi
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AbstractThe purpose of this study was to examine what upper elementary teachers’ instruction of comprehension strategies with informational text entailed. Qualitative data were collected in two fourth- and fifth-grade teachers’ classrooms through observations, interviews, and artifacts. The findings suggested that the teachers used the following strategies related to informational text comprehension in their instruction most frequently: (1) questioning; (2) reading aloud; (3) text features and visual elements; and (4) vocabulary instruction. In addition, the teachers also used several other strategies such as summarizing, writing, and using Spanish to teach English Learners vocabulary to support student comprehension of informational text. Some of these strategies were well researched and have established efficacy, whereas others were studied but not on the lists of informational text comprehension strategies. How and why the teachers selected and taught these comprehension strategies was discussed and implications for researchers and educators were included. Keywords: informational text, non-narrative text, nonfiction text, reading comprehension, comprehension strategies, reading education, literacy strategies